نشریه اصول بهداشت روانی
سال بیست و چهارم شماره 2 (پیاپی 107، فروردین و اردیبهشت 1401)

Time perception is a fundamental element of human life. Time can offer a possibility to perceive the world around us, and a sense of self is shaped upon this perception. Unfortunately, current evidence indicates that hearing-impaired children have experienced major difficulties in time perception after cochlear implant surgery because of their early auditory deprivation.

This research was conducted through a narrative review method. To achieve the principal goal, we first searched some of the most scientific databases and publishers including Elsevier, PubMed, Google Scholar, and Science direct. Then, out of 215 most relative articles, 52 articles were selected and examined the role of cognitive metaphors and time perception in language intervention of cochlear implanted children using some main keywords in this field. 

Examining the structure of conceptual metaphors and the importance of time in language perception among children with cochlear implants indicated that applying intervention protocols based on learning conceptual metaphors and advancing the perception of time in terms of these metaphors is one of the important issues that should be considered in future research. 

Concerning new educational and therapeutic approaches in language interventions for cochlear implanted children, it is necessary to consider some major issues such as the relationship between conceptual metaphors and understanding of time and strengthen language skills by improving time perception when developing rehabilitative programs.

This study aimed to investigate the effectiveness of skills training based on improving quality of life on hostile documents and distress tolerance in obsessive-compulsive students.

The statistical population of this study included all students with obsessive-compulsive disorder who referred to the centers and specialized clinics of educational psychology services in March-April 2020 in Mashhad city, Iran. The statistical sample included 24 students selected by convenience sampling method and randomly assigned to experimental and control groups (12 students). All students fulfilled Arendz et al. (2003) Hostile Document Questionnaire and the Simmons and Gahr (2005) Distress Tolerance Questionnaire, and Madsley obsessive-compulsive questuionnaire (1977). The quality-of-life skills-based skills training was conducted for the experimental group in 8 ninety-minute sessions. At the end, both groups fulfilled the questionnaires. The data were analyzed using univariate and multivariate analysis of covariance and SPSS software (version 22).

The skills training based on improving quality of life can improve distress tolerance and decrease hostile documents in the experimental group significantly compared to the control group. The ETA coefficient for the variables of hostile documents and disturbance tolerance is 0.480 and 0.463, respectively, so the effectiveness of the treatment was high in both variables and was slightly higher in the index of hostile documents than the disturbance tolerance variable.

Based on the findings, treatment based on improving the quality of life is effective on hostile documents and distress tolerance in students with obsessive-compulsive disorder.

Half of all depression begins in the teenage years and goes undetected in early adulthood. This study aimed to estimate the prevalence of depression among college-going young adults in a peri-urban area near Bangalore city and determine the associated factors.

This cross-sectional study was conducted from October to December 2018, among 806 students aged ≥18 years in a college in peri-urban Bangalore. Screening for depression conducted using Patient Health Questionnaire-9, with a questionnaire to assess risk factors for depression under six domains: i) socio-demographic factors, ii) family factors, iii) academic factors, iv) relationship factors, v) self-image, and vi) substance abuse. The data analyzed through Chi-square test, and Adjusted Odds Ratios generated by logistic regression analysis. 

Depression among young adults was 31.1% (18.9% moderate depression, 9.2% moderately severe, and 3.1% severe depression). Only 10% of those with depression sought help, none consulted a psychiatrist. Depression was significantly associated with female gender [OR=1.9(1.3-2.7), P=0.001], living in joint families [OR=1.9(1.1-3.2), P=0.023], residing in city [OR=1.6(1.2-2.3), P=0.006], feeling parents were too strict [OR=2.1(1.3-3.2), P=0.001], conflicts with family [OR=1.5(1.1-2.2), P=0.039] or friends/classmates [OR=1.5(1.1-2.2), P=0.043], family history of mental illness [OR=4.5(1.7-11.5), P=0.002], partner abuse [OR=2.0(1.2-3.1), P=0.005], and feeling lack of material possessions [OR=1.6(1.1-2.3), P=0.018].

Nearly one-third of college-going young adults in our study had depression, with family and relationship stressors linked to depression. Our findings reveal a need for awareness generation among college-going young adults, focusing on seeking care for depressive symptoms, de-stigmatization, and strengthening mental health services.

Asthma is a chronic inflammatory disease and can put children at risk of psychiatric disorders such as anxiety and depression. Moreover, maternal depression has a significant influence on children's health and well-being. This study aimed to investigate the effect of maternal mental health on the rate of anxiety disorders in children with asthma.

In a cross-sectional study, 163 dyads of asthmatic children, and their mothers referred to the Asthma and Allergy Clinic of the Taleghani Hospital in Gorgan in 2021, were enrolled. The Spence questionnaire was used to assess the degree of anxiety disorders in children. The mothers completed General Health Questinnaire-28. Data were analyzed using SPSS software version 26.

Physical symptoms, anxiety and insomnia, and social dysfunction were diagnosed in 86 (52.8%), 79 (48.5%), and 90 (55.2%) mothers, respectively. In term of depression, 90 mothers (73%) had no depression. Anxiety disorders and obsession were observed in 95 (58.3%) and 70 (42.9%) children, respectively. However, 135 children (82.8%) indicated no social phobia. The frequency distribution of asthma severity was significantly different in anxiety symptoms, mental health, and maternal depression. However, there was no significant difference in gender and age group in children (P> 0.05). The frequency distribution of maternal mental health was significantly different from the rate of a childhood anxiety disorder (P< 0.001).

The rate of anxiety disorders in children with asthma and mental disorders in their mothers was high. Findings indicated that maternal mental health could affect the rate of anxiety disorders in children with asthma.

The Emotion Regulation Checklist (ERC) is widely used to evaluate children’s emotional development in terms of Emotion Regulation (ER) and Negativity/Lability (LN). It uses parents and/or teachers as informants. The purpose of this study was to validate the Iranian version of ERC among preschool and primary school-aged children, reported by parents and teachers.

The ERC was translated to Persian through a translation and back-translation procedure. Then, it was filled out by 549 mothers of children, aged 4 to 12 years (289 school-aged children and 260 preschool children), and 119 teachers of 295 preschool students aged 4 to 6 years. These participants were selected through convenience sampling from preschools and primary schools in different regions of Tehran and Karaj in 2019. To data analysis, descriptive statistics, correlation coefficients, exploratory and confirmatory factor analysis were used in SPSS-25 and AMOS-24.

The results of exploratory factor analysis and confirmatory factor analysis confirmed the two-factor model of both parent and teacher versions of the Persian checklist with scales indicating satisfactory internal consistency. Also, the two subscales of ERC were associated, in the expected direction, with indices of behavioral, emotional, and social functioning of children. This finding provided further evidence for the validity of the ERC.

Results of this study provided evidence for the validity of both parent and teacher versions of ERC in the Iranian setting.

Conflict is an inevitable matter in marital life. Understanding the mental experiences of couples, especially women, of marital conflicts is very important. Therefore, the present study was designed to explain the mental experiences of Iranian women on the verge of divorce from marital conflicts.

According to the five-stage Granheim and Landman's approach, a conventional qualitative content analysis was conducted at the Nursing and Midwifery College of Birjand University of Medical Sciences, Iran, 2020-2021. Seventeen women who were selected through purposive sampling entered the study. Data were collected using unstructured and semi-structured interviews. The data analysis process was performed simultaneously and continuously with data collection according to the steps proposed by Granheim and Landman.

Following the data analysis, two main themes emerged. The first theme was conflict clarification, with two main categories reviewing the roles and exploring behaviors' reasons. The second theme was the multifaceted interaction of mental processes, which included three main categories: emotion-based behavior and perceived self-efficacy.

The findings of this study demonstrated the mental effort of women on the verge of divorce to understand and resolve conflicts. These findings emphasized the importance of teaching logical thinking, emotional intelligence skills, and self-efficacy for women.

This study aimed to evaluate the effectiveness of premarital schema-based education on marriage desire and maladaptive schemas in single girls. 

In this study 30 single female students were selected by the convenient sampling method and divided into two control and experimental groups. The experimental group recieved premarital schema-based education for 15 ninty minute-sessions twice a week in Salam Counseling Center in Isfahan and control group did not receive any intervention. Both groups fulfilled Marriage Desire Questionnaire (MIDQ) and Young Schema Questionnaire. Data analyzed through descriptive statistics, multivariate analysis of covariance, and SPSS-23 software.

Findings showed that premarital education had a significant effect on marriage desire (P= 0.000) and maladaptive schemas (P= 0.000). There were significant differences between control and experimental group in maladaptive schemas and the desire to marry after schema-based premarital education (P< 0.05).

It can be concluded that schema-based premarital education can be considered as an important premarital intervention. The results of this study can be used by family and marriage counselors.

The aim of this study was to investigate the effect of play therapy with life skills approach on reducing separation anxiety syndrome in preschool children.

This research was conducted by quasi-experimental method with pre-test design, post-test with control group. The statistical population of this study was all children in the leading preschool center of Mashhad in the second semester of the 2018-2019 academic year. In this study, using available sampling method, 30 students were selected and randomly assigned to experimental (n= 15) and control (n= 15) groups. The Separation Anxiety Research Questionnaire (Han et al. 2003) was used to collect information. The experimental group was also trained in play therapy with a life skills approach based on Vernon model (2006) in ten 90-minute sessions. Data analyzed through Multivariate analysis of covariance.

The results showed that there was a significant difference between separation anxiety syndrome and its components between the experimental and control groups in the post-test stage (P< 0.05).

The findings of the present study showed that play therapy with a life skills approach can be used to reduce separation anxiety syndrome in preschool children.